Transcriber's notes:
Minor changes to the text are noted at the end of the book.
THE ECONOMY
OF
WORKSHOP MANIPULATION.
THE ECONOMY
OF
WORKSHOP MANIPULATION.
A LOGICAL METHOD OF LEARNING CONSTRUCTIVE
MECHANICS.
ARRANGED WITH QUESTIONS
FOR THE USE OF
APPRENTICE ENGINEERS AND STUDENTS.
BY
J. RICHARDS,
AUTHOR OF "A TREATISE ON THE CONSTRUCTION AND OPERATION OF WOOD-WORKING
MACHINES," "THE OPERATOR'S HANDBOOK," "WOOD CONVERSION BY
MACHINERY," AND OTHER WRITINGS ON MECHANICAL SUBJECTS.
LONDON:
E. & F. N. SPON, 48 CHARING CROSS.
NEW YORK: 446 BROOME STREET.
1876.
[All rights reserved.]
Entered, according to Act of Congress, in the year 1875, by
JOHN RICHARDS,
In the Office of the Librarian of Congress, at Washington.
The contents of the present work, except the Introductionand the chapter on Gauges, consist mainly ina revision of a series of articles published in "Engineering"and the Journal of the Franklin Institute,under the head of "The Principles of Shop Manipulation,"during 1873 and 1874.
The articles alluded to were suggested by observationsmade in actual practice, and by noting a "habitof thought" common among learners, which did notseem to accord with the purely scientific manner inwhich mechanical subjects are now so constantlytreated.
The favourable reception which the articles on"Shop Manipulation" met with during their serialpublication, and various requests for their reproductionin the form of a book, has led to the presentedition.
The addition of a few questions at the end of eachchapter, some of which are not answered in the text,it is thought will assist the main object of the work,which is to promote a habit of logical investigation onthe part of learners.
It will be proper to mention here, what will be morefully pointed out in the Introduction, that althoughworkshop processes may be scientifically explainedand proved, they must nevertheless be learned logically.This view, it is hoped, will not lead to anythingin the book being construed as a disparagementof the importance of theoretical studies.
Success in Technical Training, as in other kinds ofeducation, must depend greatly upon how well the generalmode of thought among learners is understood andfollowed; and if the present work directs some attentionto this matter it will not fail to add something tothose influences which te